A dominant conjecture underlying the literature about leadership for social justice brought up in Jean-Marie, Normore, and Brooks' (2009) paper suggests that leadership preparation programs (LPPs) need to prepare school leaders to promote a broader and deeper understanding of social justice, democracy, and equity, as well as to struggle with forms of racial and religious discrimination. Accordingly, the authors examine whether or not LPPs are committed to, and capable of, preparing school leaders to think globally and act courageously about social justice. Beyond the ponderings about contextual influences in "leadership for social justice" (e.g., is this kind of LPP suitable for every society on the earth?), this author revisits the "calls" for incorporating social justice contents into LPPs from two different standpoints. The first, an epistemological view, deals with educational administration as a field of study and raises questions regarding its knowledgebase and scholarly boundaries. The second, the career stage view, divides a leader's career cycle into distinguished stages, addressing attention to aspiring and newly appointed educational leaders' particular constraints and experiences.

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